Summary of educational and research activities “Magic Paper” in the middle group
Summary of educational and research activities “Magic Paper” in the middle group “Smeshariki”
Target
: To form children’s ideas about paper, its different types, qualities and properties of paper.
To promote the development of cognitive activity in children, the desire for independent knowledge and reflection. Objectives:
Educational: To introduce children to the history of paper; with its modern views; clarify and expand children’s ideas about paper and some of its properties; promote the development of cognitive interest in the process of joint research activities and practical experiments with paper. Developmental: Develop investigative actions and the ability to establish cause-and-effect relationships in the process of performing various actions with paper (crumples, tears, absorbs water.); develop children's speech, verbal and logical thinking, attention, imagination, imaginative perception, fine motor skills; develop an active vocabulary on the topic; ability to analyze and draw conclusions and generalizations; Educational: To cultivate interest in understanding the world around us, curiosity, frugality; clarify fire safety rules.
Equipment and material
: laptop, projector, screen, sheets of paper: cardboard, landscape sheet, notebook sheet, paper napkin, water, matches, pencils.
Organizing time.
Hello, Heaven! (Raise your hands up) Hello, Sun! (Draw a large circle with your hands above your head) Hello, Earth! (Gently lower your hands onto the carpet) Hello, our big family! (All the guys hold hands and raise them up)
Educator
: Now smile at each other and give your smiles to the guests.
Progress of the lesson
:
Educator
:Today we will talk about something that is always near us, but we don’t even think about how difficult it is to appear. But what is this? You can guess for yourself by solving the riddles:
It can be a document, a napkin, an envelope, a letter, wallpaper, a ticket, an album, a book, and at the same time it can also be money. What is this? (Paper)
What is this? Guess for yourself! (PAPER).
I'm white as snow, I'm friends with a pencil
Wherever he passes, he leaves a trail. (PAPER).
That's right, it's paper. Do you know what they make from it? Children name objects made of paper (newspaper, magazine, books, photographs). Yes, we encounter paper all the time, at every step - when we open a book or notebook, read newspapers, magazines, make paper crafts, draw.
You guys know, paper wasn’t always the way we know it now. In ancient times there was no paper, but people wanted to write and draw.
I invite you to sit on the chairs and go back in time to learn the history of paper and see what they used to write on.
Presentation
1
. Ancient people used stone instead of paper and carved drawings and signs on it. But stone is an inconvenient material for writing, because... it is hard, tough and heavy"
2.
Then people came up with clay tablets on which they scratched letters and pictures with sharp sticks, but the clay is very fragile and cannot be used to make a book or notebook.
3.
Then people began to write on birch bark, i.e. on birch bark. It is convenient to write on birch bark, but it was also not suitable for books.
4
.And only many years later people learned to make paper. . Nowadays, paper is made by machines. And these machines are controlled by a person. The paper production process is complex. Therefore, paper must be handled very carefully and used sparingly.
Educator:
Guys, in our group there are also objects made of paper. Look around and name what objects you see made of paper.
(Children's answers). Educator:
You named many different objects made of paper. Houses are built from stone, clothes are made from fabric. Because these materials are durable and reliable. Why do you think they don’t make furniture or sew clothes from paper?
(Children's answers). Educator
: But now we’ll check this: is the paper durable?
I invite you to our research laboratory.
Experiments with paper
1. Now we will conduct our first experiment and try to find out whose paper wrinkles? You have sheets of paper on your tables, what is it? What is this paper called? Take it and remember, did it wrinkle easily? Now take the cardboard and try to crumple it (children crumple the paper) Has everyone’s paper crumpled? Everyone has. Was it easy for everyone to crush it? No, why do you think it’s easy to crumple some paper and difficult to crumple the other? (children's answers). You see, guys, with difficulty, but still we managed to crumple all the paper. The thicker the paper, the stronger it is.
Let's conclude: The paper is wrinkled (model showing).
2
.Now place pieces of paper on your palm and blow on it. What happened? She's flying apart.
Conclusion: the paper is light.
3
.Now let’s check whose paper breaks? Take a notebook sheet and tear it. (children do) Tell me, did you manage to tear the notebook sheet? (children's answer) Is it easy? Take cardboard and tear it up. Tell me, what was easier to tear up cardboard or notebook paper? (children's answer) Conclusion: We can say that paper tears, but it tears easily depending on its thickness.
4.
Guys, there are pencils in front of you, draw them across the paper. What did you notice? There was a mark left on the paper.
Conclusion: marks from pencils, pens, and paints remain on the paper.
5
.For the next experiment we will need water.
Tear off and place the leaves in water. What happened? Is all the paper wet? Which paper got wet faster? (we take out thin paper, it falls apart). Thick paper will also get wet, but it will take longer. Let's conclude: The paper gets wet and falls apart (model showing).
6.
Take colored paper and perform the “washing clothes” motion. What do you hear? (children's answer) “Makes a sound.” Conclusion: The paper rustles and makes a creaking sound.
7.
The next experiment with paper is very dangerous, so I will show you myself what will happen to paper if you bring it to fire. You all know that fire and matches are dangerous games and fun. (The teacher brings the paper to the lit candle) Look what happens to the paper, it....
Conclusion: On. You must be careful with fire and do not approach it with paper.
Educator:
Let's rest a little and consolidate the properties and qualities of the paper.
Physical school
—Where did the paper come from? Maybe it grows in a garden bed or on a tree?
-What is paper made from? (made of wood)
-Where is it made? (At the paper mill)
Let's tell and show how it is made.
Lumberjacks cut down a tree (Imitating the movement of an ax)
Divided into parts on the machine (hands moved in different directions)
They chopped the logs into chips (they knock with the edge of their palm against the other palm)
And they were boiled in the solution for a long time, (imitation of the movements of a ladle)
And then squeeze out all the liquid (squeeze out with your hands)
Iron with a roller, dry, iron. (imitation of iron movements)
This is how a blank sheet of paper comes out (showing two palms raised up)
For magazine, book and notebook. (“open” two folded palms)
Educator:
Guys, tell me what properties of paper you learned? The paper wrinkles, tears, gets wet (showing models). Does this mean paper is not durable? That's why guys need to take care of things made of paper.
Now let’s play the game: “It happens, it doesn’t happen.”
If I name you an object, and it refers to things made of paper.
, you clap your hands. If not, stomp your feet. Be careful. (Words: book, chair, shoes, album, newspaper, mirror, wardrobe, apple, magazine, napkin, money. Educator:
Today you have learned a lot about paper and its properties. Did you know that paper can be used to create beautiful things, even works of art? Here are different paintings made on paper. Crafts. Colorful books. And all this is made from paper. Did you like our lesson? What interesting things did you learn about paper today? What experience did you enjoy the most? Why? What property of paper do we most often use in life? (we draw, write on it, make origami, cut-out appliqué). How should you handle paper and books? (children's answer).
Well done guys, you actively and with interest participated in experimenting with paper. They showed good knowledge and answered questions correctly. Skillfully apply this knowledge in everyday life.
Summary of search and research activities in the middle group of kindergarten
Summary of search and research activities in the middle group on the topic: “Magic sounds”
Author: Elena Evgenievna Nefedenko, teacher at MBDOU kindergarten - combined nursery No. 1 “Sun” Description of the material: this material will be useful to teachers, music directors and parents. Integration of educational areas: “Cognitive development” “Social and communicative development” “Speech development” “Artistic and aesthetic development” “Physical development” Goal: development of cognitive and research children, experimentation with sounds. Tasks. Educational:
- stimulate a cognitive attitude towards the world of sounds and the sound of various objects;
- learn to identify and characterize the sounds of objects made of various materials (glass, plastic, metal); - differentiate sounds by height and sound intensity. Developmental:
- develop children's activity in the process of experimentation;
- develop sound imagination, subtlety of timbre hearing; - develop the ability to hear the beauty of ringing sounds and improvise; - develop a sense of rhythm; — consolidate the ability to perform movements in accordance with the text during dynamic pauses. Educational:
- to form a positive relationship between preschoolers;
- develop the ability to participate in joint play. Materials and equipment: - for experiments:
glass vase, sheets of paper, dry twigs, wooden spoons, metallophone, bells;
- for each child:
wooden bricks, plastic cubes, glass cup, metal spoons;
- for a noise orchestra:
a plastic jar of sour cream, cups of yoghurt, a wooden stick, a thick book, a saucepan, a drum, an empty box, a decanter, corrugated paper, plastic bags, tin cans filled with peas, keys, glass objects, boxes with sticks , wooden objects, cubes, pan lids, mechanical alarm clock.
- musical accompaniment at the discretion of the teacher. Methods and techniques: - verbal:
questions-explanations, artistic expression;
— practical:
research activities, orchestral performance;
— gaming:
rhythmic play, improvisation;
- visual:
examination of various noise instruments and comparison of their sounds.
Move. 1. Organizational moment. Educator. Children, I invite you to say hello. Hello, the sky is blue. (hands up)
Hello, golden sun.
(draw a circle with their hands)
Hello, light breeze.
(shaking hands above head)
Hello little flower, Hello morning, hello day!
We are not too lazy to say hello! 2. Main part. Educator. Today I invite you to a fabulous land of sounds. Have you ever listened to the leaves rustling under your feet or the snow creaking? And, after all, the wind is the most outstanding singer in nature. Wind chimes can be quiet and gentle, or they can be alarming and menacing. And all this is a huge world of sounds. To listen to everything around me, my ears will help me. Here is the water rustling in the river, Here is a car in the distance, Here is a cuckoo on a branch Loudly shouting “Ku-ku!” Here our dog growls a little, “Meow” said our cat. One, two, three, four, five - You can’t count all the sounds! Educator. Imagine if there are no sounds around us (the teacher invites the children to close their ears) Educator. Have you heard anything? (children's answers)
Do you think it’s easy to live without sounds?
(children's answers)
There are many different objects and things around us.
Each thing has its own unique voice, you just need to quietly touch the thing and the sounds will “come to life”. I suggest you check it out. Experiment No. 1 Goal: characterize the sound of objects (ringing, dull, crunchy, rustling) There are objects on the table (glass vase, sheets of paper, dry twigs, wooden spoons, metallophone, bells). The teacher invites the children to pick up the objects and try to make a sound. Children listen to what sound each object makes. Educator. Tell me, what did these sounds tell us? Conversation with children (the teacher draws attention to the fact that each sound has its own voice) Educator. Children, why do you think objects sound different? (they are made from different materials)
I suggest you check it out.
Experiment No. 2 Purpose: determining the sounds of objects made of various materials. Each child has plates with objects made of various materials (wooden, glass, plastic, metal) placed on the tables. Children perform actions with objects and identify sounds. Educator. Children, imagine that we are in a forest at night. Stand near the chairs and repeat after me. Dynamic pause. The teacher reads the poem “Night Forest” The night forest was full of sounds (sh-sh-sh)
Someone was howling
(oo-oo-oo-oo)
Someone was meowing
(meow-meow)
Someone was stomping
(tap-tap)
Someone flapped his wings
(clap-clap)
Someone pointed and screamed
(uh-uh)
And rolled his eyes
(eye movements)
Well, someone was quietly silent in a thin voice
(shhh). Educator. Hear how quiet it is. Take your seats. Children, do you remember what sounds objects make? (children's answers)
.
I'll check it now. Game “Guess” (children must listen by ear to identify the object that sounded and name it by the sound it makes). Educator. Children, do you like fairy tales? (children's answers).
I invite you to a fairy tale and suggest you create your own noise orchestra.
(children go to the buffet and choose any object with which they can make a sound) Fairy tale. Once upon a time there was a Buffet. He was very proud of himself; he had so many objects. Everything would be fine, but the inhabitants of the buffet were worried when the hostess brought a new item to the buffet and put it in an empty place. What started here! The buffet was instantly filled with noise from all the shelves: rustling (the sound of corrugated paper, bags)
, ringing
(tin cans with peas, keys, glass objects),
clicking
(boxes with sticks)
, knocking
(cubes, lids)
.
And even the old alarm clock, which fell into oblivion almost all the time, began to ring (alarm clock sound)
.
One day, the doors of the cupboard opened and a wooden stick flew into it with force (the teacher makes sounds of objects with a stick)
.
She hit the pan, bounced off it and hit a plastic jar of sour cream (sounds are made on the jar)
, cups of yogurt
(sounds are made)
.
The stunned inhabitants of the buffet were silent for some time... - What a blow! - said the saucepan. (sound of a pan)
“It’s like the sound of a bell,” she dreamed, “and how cool the yogurt cups clicked, like hooves on the pavement.”
(sound of glasses)
- Who are you?
- I, a wooden stick, can play the drum (drum sound).
I was taught to play on a thick book
(sound of a book),
then on a sheet of newspaper
(sound of a newspaper)
and also on a shoebox.
(box sound)
I was even allowed to touch the thin wine glasses.
(sound of wine glasses or glasses)
What a voice!
And one day I woke up the whole house when I knocked on the lids. (sound on lids)
- Can’t you check my voice?
- asked the decanter. (sound of decanter)
And all the inhabitants of the buffet wanted to show their voice.
The wand waved... and the buffet began to fill with various sounds and voices. “Noise orchestra” (with musical accompaniment) Educator. Children, we have created a noise orchestra! 3. Reflection. Educator. Which country did we visit today? What sounds did we hear? What objects made sounds? What do you remember most?
We recommend watching:
A project in the senior group of a kindergarten. Notes on cognitive development (familiarization with the surrounding world) in the middle group. Cognitive lesson in kindergarten in the middle group on the topic “Properties of a magnet.” Notes on experiments in the middle group of a preschool educational institution. Properties of water
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Cognitive and research activities in the middle group
In preschool education today, great changes have taken place and are taking place, the foundation of which has been laid by the state. The mission of preschool education is the formation and development of the individual in his individuality, uniqueness, and originality.
As V. Sukhomlinsky notes, before giving children knowledge, they must be taught to think, observe, and perceive.
Observation, curiosity, interest in new things, the desire to experiment and search for new information about the world around us are the most important features of children's behavior. After all, a child is by nature an explorer.
The teacher’s task is to help children maintain this research activity as the basis for the formation of such processes as self-learning, self-education, self-development. Research gives the child the opportunity to find answers to the questions “what?” And How?" and why?". The knowledge gained during experiments and experiments is remembered for a long time.
The main advantage of using experimentation methods in kindergarten is that during the experiment:
- children get real ideas about the various aspects of the object being studied, about its relationships with other objects and with the environment;
- the child’s memory is enriched, the child’s thought processes are activated, as the need constantly arises to perform operations of analysis and synthesis, comparison and classification, generalization.
- the child’s speech develops, as he needs to give an answer about what he saw, draw conclusions based on what he saw.
- there is an accumulation of personal life experience and mental skills (accumulation of a fund of mental techniques and operations)
Depending on the number of children, experiments can be: individual, group, or collective. In our kindergarten, groups are filled with up to 18 children, so it is more convenient to conduct research with a group of children of up to 10 people.
All types of analyzers are involved in research activities: auditory, visual, olfactory, tactile, auditory. The work is organized in three directions: man, living and inanimate nature.
To successfully solve the problems of experimentation, it is necessary to create a developmental environment in the group. The so-called mini-laboratory.
The mini-laboratory must have the necessary equipment for conducting experiments and research activities:
- assistant devices
- a variety of vessels from various materials - transparent and opaque containers of different shapes and volumes;
- natural material: stones, soil, clay, sand, shells, pine cones, chestnuts, acorns, tree leaves, various cereals, moss and various seeds;
- waste material: threads, rubber, paper of different textures and colors, foam rubber, padding polyester, fur, pieces of fabric;
— food material: salt, sugar, coffee, tea, flour, soluble aromatic substances (bath salts, iodine, brilliant green, gouache, watercolor;
— rules for the safety of children during research activities (in symbols).
For each specific lesson, an attractive starting point is needed - some event that arouses the interest of children and allows them to pose a research question.
The subject of research may be:
— real events: a striking natural phenomenon (leaf fall);
— social events (holiday);
- events specially “modeled” by the teacher: the introduction into a group of objects with an unusual effect or purpose previously unknown to the children.
Reasons for conducting the study may include:
— random (it snowed in May, the question immediately arises: “Why?”);
- planned (posed in response to a child’s question);
- illustrated (children know the end result).
- search (children do not know what the final result will be, but can make assumptions)
For the experiment to be successful, you need to adhere to the following algorithm:
1. Formulation of the purpose of the experiment.
2. Introduction to the situation: in a playful way, motivate children to engage in research activities.
3. Formation of experience in overcoming difficulties independently under the guidance of a teacher based on experiments, experiences, research and observations.
4. Updating knowledge.
5. Difficulty in the situation: under the guidance of the teacher, the experience of recording the difficulty, understanding its cause and experience of goal setting is formed.
6. New knowledge is included in the knowledge system.
7. Discovery of new knowledge: update a known method of action in a situation of difficulty - “if I don’t know something, I’ll ask someone who knows.”
8. Understanding. Summing up the activities in the lesson using reflection.
